Weekly Reading Intervention Lesson Plan Form

Student(s): SB Targeted Skills: long A spellings: a_e, ai, ay Week of: Nov 24- Dec 3

Lesson Component Date: 11.17 Date: 11.19 Date: 12.1 Date: 12.3
Warm Up/Review I read decodable ai/ay Cold read of Rad I demonstrate and then Cold read of Read Naturally
Review previously book Jake and Gail go Naturally passage have students write ai passage (1.0). SB marks on
learned material~ quick to Spain to the group (1.0). SB marks on and then ay in cursive her graph WCPM.
pace~mostly oral while they follow along her graph WCPM. on individual white She repeat reads the passage to
responses~high rate of in their books. She repeat reads the boards. While saying (she does this least 4 times) and
success~active passage to (she does the letters and the then hot read. Marks that oh her
involvement this least 4 times) and sounds they make, Ai graph
(3 minutes) then hot read. Marks say A or Ay says A
that oh her graph
Teach Teach: ai says A in the Teach: ai says A in Teach: ai says A in the Teach: ai says A in the
Explicit teaching of new beginning and the the beginning and the beginning and the beginning and the middle of
content through teacher middle of a word. Ay middle of a word. Ay middle of a word. Ay a word. Ay says A at the end
modeling~ must have says A at the end of a says A at the end of a says A at the end of a of a word. Review VCe rule.
students full undivided, word. Review VCe rule. word. Review VCe word. Review VCe rule. A-consonant-e also says A.
uninterrupted attention A-consonant-e also rule. A-consonant-e A-consonant-e also Teach this rule in my turn,
(3 minutes) says A. also says A. says A. together, your turn format.
Teach this rule in my Teach this rule in my Teach this rule in my
turn, together, your turn turn, together, your turn, together, your turn Have 10 of the ai, ay or a_e
format. turn format. format. words on white board. Put in
a few ee, ea words for
Read the title of the 1. Display spelling Have 10 of the ai, ay or practice of previous words. I
book again. Point to the words from how To a_e words on white read the words with the
words Gail and Spain. I Spell workbook of board. Add in a few ee, group in my turn, together,
repeat these words ay words I teach ea words for practice of your turn format. Today I will
slowly to hear the long ay rule again in my previous words. I read write any words that were
A sound. I repeat the turn, together, your the words with the hard for them from the last
rule again. (I point to turn format. RULE: group pointing out the lesson (on 12.1.15) and add
the two vowels together Ay says A at the spelling patterns that new words from the book
as I say the rule.) Read end of words. we are studying. they are reading.
first page and point out 2. Look at the
the first two words that decodable book
have ai,ay or a_e. . I Jake and Gail Go
point to the spelling and to Spain and point
 highlight the spelling
pattern as I read the
word.
out the Ay words
on the first page
(bay). Say rule as I
show the ay word
and write it on a
white board.

.
Guided Practice Give the students We say the ay rule a Students repeat rules Students repeat rules for
Students apply and highlighters and few times together. for ai,ay in together, ai,ay in together, your turn
practice new content with highlight the ai,ay,a_e Then we read the ay your turn format. (I format. (I return to my turn if
teacher ~teacher words with Students. words on the return to my turn of they they make a mistake.) We
provides corrective Re-read the first page worksheet in my turn, make a mistake.) We read these words together,
feedback and scaffolding and find the rest of the together, your turn read the words then they read them the fast
as needed ~unison words with ai or ay or format. After they can together, then the read way. I return to my turn,
responses and oral a_e in them on the first say the ay rule them the fast way. I together format if someone
reading page.. Model the correctly and read the return to my turn, makes a mistake.
(3 minutes) process, of finding the words on the How to together format if
ai, ay,, a_e words and Spell worksheet someone makes a
highlighting them, with correctly on their turn, mistake.
the group for all those then write the ay
words on the rest of the words in the space
first page. Model provided, saying the
reading each sentence letters as they write
and thinking of the rule them. Finishing with
when I am not sure if I saying the word
highlight the word. again. I listen to each
Model listening for the person as they do
long A sound in the this, making sure they
word, not only finding are saying the sounds
the letters. After I have correctly and writing
demonstrated how to the words correctly.
do this with the first
page, have students
find the words of the
patterns on the next
page with me, one line
at a time. We review
pages together. Then

Extended Practice
Plan ample opportunities
to practice targeted skill
with teacher monitoring
and corrective feedback
~ match, create, read,
write and respond ~
Goal=obtain automaticity
(15-20 minutes)
Demonstration of 1.I correct the How to
Learning Spell spelling page and I
let them do the next
page to make sure they
know how to find the
words ai, ay, a_e words
in their books and how
to highlight the words
that contain this vowel
combination before I let
them do the rest of the
book. Make sure they
are reading each word
correctly. Say stop
quietly and correct if
they are not.
1. They highlight words First, they will finish They take turns reading Finish decodable ai,ay a_e
on their own from 3 highlighting their their decodable book, book. To finish the book,
more pages of decodable book Jake and Gail Go to they have to have all the
decodable book. finding all the ai,ay Spain in SAFER format. ai.ay anda_e words
2. Spelling practice of and a_e words. At then end of each highlighted and have read it
ai words from How page, I will pick different within 99% accuracy when
to Spell. I teach ai They take turns students from this reading in the SAFER
rule (RULE: ai says reading their group to share the ai, format.
A at the beginning decodable book, Jake ay or a_e words that
and the middle of and Gail Go to Spain they found on the page. If we finish the book before
words.) Say this in in SAFER format. At I am sure this will need the time is up, I will use
my turn, together, then end of each two lessons to finish racecar reading. I will use a
your turn format, page, I will pick book. Our goal is to timer and have them whisper
then they repeat rule different students from finish the book read the book starting at the
and say the word this group to share the tomorrow. beginning each time and
they are about to ai, ay or a_e words read for one minute. They
spell on How to that they found on the will do this three times,
Spell list, and then page. We all make keeping track of how far they
write the ai words in sure that everyone get in the book each time.
the space provided. has the correct words
highlighted before we
go on to next page.
1.I correct the How to All ai, ay, and a_e I listen as they read. I make
Spell spelling page words are highlighted in sure they highlighted all the
Quick check of mastery ~ also listen as they write and I also listen as decodable book. I listen ai, ay, and a_e words
students independently the words that they say they write the words as they read to make correctly.
demonstrate their the rule correctly. that they say the rule sure they are reading
learning~orally read, 2.I watch and listen as correctly. with 99% accuracy on For fluency they should read
spell, write,timed they highlight ai,ay and 2.I watch and listen as their turn to read. more of the book with each
progress monitoring a_e words in their they read their book read.
check decodable books. and make sure that
(1x a week or every 2 they highlighted all the
weeks) ai,ay and a_e words
in their decodable
books and are reading
correctly.
SB can highlight all the I do not see the SB can read the words I will add my comments of
Notes on Student ai, ay, and a_e words improvement that I correctly when isolated this lesson in my review if
Response to Lesson correctly. She is still want in the WCPM but in this format. She can that is OK. I got off track with
reading slowly and I gave her a 1.5 Read remember them when the holidays and
below grade level. Naturally passage by reading within the same interruptions to my schedule.
mistake (she is at lesson, but she seems
level 1.0) so that may to stumble if she
be why she was not encounters them in
showing the other books that she is
improvement on that reading. I am not sure
passage. She is very what I am not doing for
sporadic with her her to help with this. I
reading, I am will discuss this with the
wondering if she has literacy coach next
a memory issue. Why week. The Title teacher
is she not retaining sees an improvement
what she is learning? from last year and sees
We did not get progress.
through the entire
lesson.
Adapted from Next Steps in Literacy Instruction (Smartt & Glaser, 2010)